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Education before the internet was typically teacher- and content-centered, focused on individual learning and a contained curriculum with Ã¢â‚¬Å“behaviorist and cognitivist theoriesÃ¢â‚¬Â practiced in drills (Dabbagh et. al., 2019). The advent of Web 1.0 technology, which enabled the sharing of ideas to create group learning models, changed learning from being teacher-focused to being more student-focused (Dabbagh et. al., 2019). Web 2.0 software, providing interactivity such as blogging, podcasting, and videos, has encouraged more group work in student-centered collaborative projects (Dabbagh et. al., 2019).
In should be noted, though, that college professors are not taught how to teach. Professors are often hired as subject-matter experts who can hopefully convey the information to students, usually in the same manner in which they were taught. Biology professors have struggled to provide more interactive learning activities with intentional instructional strategies since 2011 (Brownwell & Tanner, 2012). Indeed, this pedagogical style remains so entrenched that studies have showed that one-third of physics teachers who tried to implement a research-based instructional strategy (RBIS) gave up on all RBIS and returned to their previously comfortable traditional style (Scanlon et. al., 2019).
This is what makes Dabbagh et. al.Ã¢â‚¬â„¢s (2019) Three-Component Pedagogical Model for Online Learning a flexible approach for professors and/or instructional designers. Instructional strategies, learning activities, and learning technologies work interdependently as components of online learning (Dabbagh et. al., 2019). Many traditional faculty who are comfortable with face-to-face teaching have become adept at implementing both learning strategies and activities, such as brainstorming, group work, and other activities, in their classrooms. Before Covid, some faculty would implement Web 2.0 software into their courses, such as blogging, journals, video or podcast creation, and interactive websites or portfolios. Technology often remains the biggest challenge for the traditional faculty who are struggling with effective online teaching that is not purely lecture in a synchronous format.
Flexible learning theory provides students with Ã¢â‚¬Å“increased choice, convenience, and personalizationÃ¢â‚¬Â that suits their needs when, where, and how they learn (Joan, 2013). TodayÃ¢â‚¬â„¢s technologically savvy students are challenged with Web 2.0 activities in an environment that houses their course needs, which is the learning management system. All lessons should strive to incorporate interactive, collaborative activities in a well-structured lesson using relevant technology.
Brownwell, S. E., & Tanner, K. D. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentivesÃ¢â‚¬Â¦and tensions with professional identity? CBE-Life Sciences Education, 11, 339-346.
Dabbagh, N. Marra, R. M., & Howland, J. L. (2019). Meaningful online learning: Integrating strategies, activities, and learning technologies for effective designs. Routledge.
Joan, D. R. R. (2013). Flexible learning as new learning design in classroom process to promote quality education. i-managerÃ¢â‚¬â„¢s Journal on School Educational Technology, 9(1).
Scanlon, E., Zamarripa Roman, B., Ibadlit, E., & Chini, J. J. (2019). A method of analyzing instructorsÃ¢â‚¬â„¢ purposeful modifications to research-based instructional strategies. International Journal of STEM Education, 6(12). https://doi.org/10.1186/s40594-019-0167-2
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